causing a strong emotional or physical response.

giving up something valuable for a higher purpose, often involving personal loss or hardship.

lacks clarity, not easily understood; kept from sight, concealed.

dishonest behaviour, typically for personal gain or to influence others.

the process of getting to know a romantic partner before establishing a romantic relationship.

Understanding the poem ‘Sonnet 29’ by Elizabeth Barrett Browning

English

Exploring and responding to the Eduqas poetry anthology

Understanding ideas of war and isolation in Owen's ‘Disabled’

Analysing ideas of war and isolation in Owen's ‘Disabled’

Understanding the Poem 'Kamikaze'

Analysing the Poem 'Kamikaze'

Comparing ideas of identity and isolation in ‘Disabled and ‘Kamikaze’

Understanding the poem 'Remains'

Analysing the Poem 'Remains'

Developing interpretations of ‘Remains’ with Simon Armitage

Understanding ideas of war in Hardy’s ‘Drummer Hodge’

Analysing ideas of war and inevitability in Hardy’s ‘Drummer Hodge’

Comparing ideas of war in Hardy’s ‘Drummer Hodge’ and Armitage’s ‘Remains’

Analysing the poem 'Sonnet 29' by Elizabeth Barrett Browning

Understanding the poem 'Cousin Kate' by Christina Rossetti

Analysing the poem 'Cousin Kate' by Christina Rossetti

Understanding ideas of love and obsession in Kay's 'Dusting the Phone'

Analysing ideas of uncertainty and intensity in Kay's 'Dusting the Phone'

Comparing ideas of love in ‘Sonnet 29’, ‘Cousin Kate’ and ‘Dusting the Phone’

Understanding ideas of youth and nature in Blake’s ‘The Schoolboy’

Analysing ideas of youth and nature in Blake’s ‘The Schoolboy’

Understanding ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Analysing ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Comparing ideas of youth and nature in ‘The Schoolboy’ and ‘Blackberry Picking’

Understanding the poem 'Catrin' by Gillian Clarke

Analysing the poem 'Catrin' by Gillian Clarke

Understanding ideas of love and relationships in Ewing’s ‘Origin Story’

Analysing ideas of love and relationships in Ewing’s ‘Origin Story’

Comparing ideas of love and identity in ‘Catrin’ and  ‘Origin Story’

Analysing extended responses to the Eduqas poetry anthology

Planning a written response on the Eduqas poetry anthology

Writing a written response on the Eduqas poetry anthology

Reviewing a written response on the Eduqas poetry anthology

In 'AQA Power and Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'AQA Power and Conflict Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets presents the atrocities of World War One through their poetry. In 'AQA Power and Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 11 of the 15 poems from the Eduqas poetry anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons during the unit.

Poetry anthology: first study

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

'Sonnet 29 - I think of thee!' was taken from a collection of poems entitled...

difficult to understand because it has been translated from another language

lacks clarity, not easily understood; kept from sight, concealed

She was forced to return after her father died.

The language barrier made it difficult for her to write poetry.

Following Barrett Browning's courtship with poet Robert Browning, the couple married and eloped to Italy. What were the consequences of this for Barrett Browning?

"I think of thee! - my thoughts do twine and bud"

"Renew thy presence; as a strong tree should"

"I do not think of thee - I am too near thee."

Below are three lines from 'Sonnet 29 - I think of thee!'. One is from the beginning, one from the middle and one from the end. Starting with first, put them into chronological order. 

"I will not have my thoughts instead of thee"

"these bands of greenery which insphere thee"

Which of these quotations from 'Sonnet 29' imply that the speaker's fantasy thought of her love spiral out of control while he is away?

"Rustle thy boughs and set thy trunk all bare"

'Put out broad leaves, and soon there's nought to see"

Which of these quotations from 'Sonnet 29' present a positive, uplifting view of love?

Barrett Browning wrote 'Sonnet 29' during the Victorian era. This society was known for being...

giving human characteristics to inanimate objects

comparing two things using 'like' or 'as'

putting two contrasting ideas next to or near to each to emphasise one or both

using concrete objects or actions to represent abstract ideas

when two more consecutive lines of poetry begin with the same word(s)

Sonnets are poems usually written about...

It would be amazing if you could be a little quieter.

If you wouldn't mind, I'd like silence now.

Which of these is an example of an imperative sentence?

Which of these is an example of tentative language?

Understanding the poem ‘Sonnet 29’ by Elizabeth Barrett Browning

Lesson outcome

Content guidance